特殊教育專業團隊模式在台灣推行至今已近二十年，過去文獻探討此介入模 式時，多數著重於内部成員的合作現況、相互滿意度之調查，卻少深入探討專業團 隊或職能治療師的介入是否有助於提升特殊需求學童的各項能力。故此研究旨在 探討特殊教育專業團隊中職能治療師是否能有效提升自閉症學童在校的適應性行 為能力。此研究招募台南市十九位在一般國小就學自閉症學童（16位男童，3位 女童，平均年齡8.79歲）。分別於職能治療師介入前以及介入二學期後，以文蘭 適應行為量表中文編譯版和目標達成量表評估自閉症學童在校適應行為的變化。 研究結果顯示，自閉症學童在接受學校職能治療師服務前後，其適應性行為的合 成分數（Z =-2.069,户= .039)與曰常生活能力（Z =-2.536,户= .011)的變化有顯著 性差異。學童的進步亦顯著呈現於目標達成量表中從介入前的37.60分（SD = 1.47) 到介入後的52.55分（SD = 6.98;Z = -3.417,户= .001)。職能治療師到校服務的時間 顯著與社會互動有正相關（厂= .489,户= .046)。曰常生活能力、社會互動和動作的 原始得分差異與職能治療師到校服務的時間顯著相關。職能治療師在專業團隊服 務中對於學童在校的適應性行為扮演重要的角色，此研究利用量化評估工具可為 特殊教育專業團隊中的職能治療服務提供實證基礎。

Special educational professional teams have developed for more than twenty years in Taiwan, and increasingly more related research outcomes have been focused on the satisfaction and interactions between members. However, few studies have investigated the effects of occupational therapists (OTs) in professional teams. Therefore, this study investigated whether the adaptive functioning of elementary school students with autism spectrum disorder (ASD) improved after receiving services from OTs in professional teams. The study recruited 19 elementary school students with ASD (16 boys, 3 girls; mean age: 8.79 years) to receive services by OTs in professional teams over two semesters during one academic year. The Vineland Adaptive Behavior Scale-Chinese (VABS-C) and the Goal Attainment Scale (GAS) were used. The results of the VABS-C indicated significant improvements in the students' composite scores (Z = -2.069, p = .039) and daily living skills (Z = -2.536, p = .011). The GAS results showed significant improvements from 37.60 (SD = 1.47) at baseline to 52.55 (SD = 6.98; Z = -3.417, p = .001) after receiving services from the OTs. The difference in the socialization score significantly correlated with the amount of time that the OTs spent in school (r = .489, p = .046). The differences in the raw scores of daily living skills, socialization, and motor correlated significantly with the amount of time that the OT spent at the school. The present study provides evidence to support the current policy of the special educational professional team and highlights the importance of school-based OTs.